| Field Qualifications | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 |
| To perform singly a work in which creativity and advanced skills are presented. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To perform works which require advanced skills. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To plan and manage the stages of artistic/scientific studies. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To have aesthetical knowledge to make a distinctive performance. | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 1 | 3 | 2 | 3 | 2 |
| To have knowledge about the relationship between theory and practice in a work resulted from her/his own creativity on the field in accordance with the knowledge and skills attained before. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To have advanced knowledge about musical culture and aesthetical knowledge on the field. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To attribute relevant knowledge, school and techniques to the field. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To develop and deepen methods and techniques in the field, based on the undergraduate eligibilities. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To comprehend multidisciplinary interaction between music and relevant disciplines. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To form her/his personal method and way of performing. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | 2 | 1 |
| To plan the project processes. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To define her/his aims within the musical and cultural framework. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To comment on her/his own as well as others’ works by critizing. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To define the national and international sources about the field in her/his development. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To orient learning. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To express effectively the aim of her/his works/studies by defining the value and the meaning to the target group. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To tell her/his views in an effective way by engaging in the discussions about music. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To convey her/his gains in the field to society. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To have the ability to communicate at the level that s/he can participate effectively in national and international project groups. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To organize other people to initiate a musical activity. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To communicate in oral and written way in at least one foreign language. (European Language Portfolio General Level: B Level) | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 1 | 2 | 3 | 2 |
| To use informational and communication techniques required by the field. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To present innovative, distinctive musical work in an interpretive way. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To apply and share the knowledge about the field in multidisciplinary working environments. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
| To engage in the process that raises the awareness of society in saving and presenting cultural values. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | | 2 | 3 | 3 | 3 | 3 | 3 | 3 | | 2 | 3 | 2 | 2 | 3 | | |
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